Leadership Development Working Group/Content/ig
Peeji a ga-enwe ọdịnaya nke otu ọrụ depụtara. Nke a nwere ike ịgụnye ndepụta nkọwa ndu, atụmatụ mmepe ndu, ihe ọgụgụ, wdg.
Nkọwa ndu
Otu Ndị Na-ahụ Maka Mmepe Nduzi bipụtara nkọwapụta na Septemba 2022 wee kwadoo oku maka nzaghachi. Ị nwere ike lelee nkọwa mbụ. Ndị otu na-arụ ọrụ webatara nzaghachi wee depụta nkọwa ndị edegharịrị nke ị ga-ahụ n'okpuru. Ebipụtara nkọwapụta a edegharịrị na Ọktoba 2022.
Okwu mmalite
Anyị, Òtù Na-arụ Ọrụ Mmepe Ndu a mara dịka Leadership Development Working Group, edepụtala nkọwa nduzi nke na-anọchite anya ahụmịhe na echiche dị iche iche nke ndị otu anyị. Anyị chọrọ imepụta nkọwa nke na-anọchite anya ọnọdụ na omenala dị iche iche ma gosipụta ụkpụrụ nke ngagharị Wikimedia. Ọ ga-eduzi atụmatụ anyị maka mmejuputa onye ndu na ije a ma nwee ike ijere gị ozi dịka usoro ntụnye maka mbọ nke gị n'ụzọ a.
Nkọwa zuru oke
Enwere ike ịghọta ndu dị ka ikike iduzi, kpalie, wulite nnwere onwe, ịgba ume na kpalie otu ndị mmadụ siri n'otu ebumnuche ma.
Ọchịchị nwere ọtụtụ akụkụ: ọ na-egosipụta dị iche iche dabere na ọnọdụ asụsụ na mmekọrịta ọha na eze.
Ọchịchị bụ mbọ mkpokọta: Ọ bụ ezie na nkà na àgwà nke onye ọ bụla bụ ihe dị mkpa, otu ìgwè mmadụ si arụkọ ọrụ ọnụ, na-eme mkpebi na ikesa ọrụ bụ isi ihe na-eme ka ha nweta otu ebumnuche.
N'ime ije Wikimedia, echiche nke onye ndu nwere ike soro usoro ntinye aka kwụụrụ onwe ya, gụnyere mana ọnweghị oke n'ụdị ime mkpebi na nsonye nke ndị agbapụrụ agbapụ. N'echiche ahụ, "ndú" bụ mmadụ, ọkwá ma ọ bụ otu na-ebute ụzọ n'itinye aka ihụ na ihe gara nke ọma.
Nkeji atọ nke enwere ike iji na ya tozuo oke ndu.
Omume ndị isi
- Ịkwado ntọala nke ọhụụ na-ekekọrịta site na iche echiche nke ọma, mkparịta ụka na ime mkpebi.
- Nduzi ma na-akwado ime mkpebi imekọ ihe ọnụ maka obodo ka ha mepụta atụmatụ jikọrọ ọnụ iji nweta ọhụụ ha.
- Ịnye aka na gburugburu ebe obibi ịkwado maka ndị otu obodo ka ha wepụta echiche okike na ụzọ ọhụrụ nke ime ihe.
- Ịmepụta na idowe ntụkwasị obi n'ime obodo site na nghọta, nsonye na nnwere onwe nke otu.
Na-agba ume, na-agba ume ma na-akpali ndị otu obodo ka ha nwalee ma were ihe egwu ziri ezi.
- Na-agba ume, na-agba ume ma na-akpali ndị otu obodo ka ha nwalee ma were ihe egwu ziri ezi.
- Ịmata na, ọ bụrụ na ọ ga-ekwe omume, wepụ ihe mgbochi, hụ na ha aghọghị ihe mgbochi nye ndị ọzọ.
- Na-achọ ịghọta nkà na mmasị nke ndị otu obodo ndị ọzọ iji kwado ma na-emepụta gburugburu na-akpali akpali.
Àgwà ndị ndú
- Nkwụsị ike: Ikike ịkwanye ihe isi ike na ihe ịma aka site n'ịtụle atụmatụ, gbanwee usoro na / ma ọ bụ na-ebelata.
- Ọganihu: Njikere ịnwale ụzọ ọhụrụ nke ime ihe na ịmụta ihe site na mmejọ ndị a na-eme n'ụzọ.
Iguzosi ike n'ezi ihe: Nrube isi n'ụkpụrụ na ụkpụrụ ekwekọrịtara.
- Nlekwasa anya: Ịhazi mkpa obodo na ihe mgbaru ọsọ dị ogologo na nke dị mkpirikpi, na-ejikọta nkwenye na ụzọ iji nweta ihe mgbaru ọsọ ndị a.
- Nlekwasa anya: Ịhazi mkpa obodo na ihe mgbaru ọsọ dị ogologo na nke dị mkpirikpi, na-ejikọta nkwenye na ụzọ iji nweta ihe mgbaru ọsọ ndị a.
- Obi ike: Njikere ime ihe egwu gbakọọ, na-atụghị egwu ime ihe. Na-echebe ndị otu obodo nọ na usoro mmụta site na ọdịda ha. Ịkwalite ọganihu ndị ọzọ.
- Mmetụta ọmịiko: Ikike ịghọta mmetụta uche, mkpa na ọchịchọ nke ndị ọzọ na (emeghari-) eme ihe n'ụzọ ezi uche.
- Akaụntụ: Ịnabata ọrụ maka ọtụtụ ọrụ; na-echeta oge, ebe na ndị metụtara ọrụ ndị ahụ.
- Nkwukọrịta okwu dị irè: Ikike ige ntị maka ịghọta, ma kesaa ozi dị mkpa site na ọwa kwesịrị ekwesị, hụ na enwetara ma ghọta ozi ahụ n'ụzọ doro anya na ebumnuche.
Nsonaazụ enwetara n'ihi ndu
- Ndị mmadụ na-enwe ahụ iru ala iji kparịta mmejọ ma tụgharịa uche na adịghị ike n'ụzọ zịrị ezị.
- Ndị mmadụ na-eche na a kpọrọ ha ihe, na-akwanyere ha ùgwù, na-egekwa ha ntị.
- Ndị mmadụ na-atụ aro echiche ọhụrụ ma nọgide na-enwe mmụọ ịchọ ịmata ihe.
- Ndị mmadụ na-etolite ma nweta otu ebumnuche.
Otu esi emepụta ihe na nkọwa "ndu".
Gịnị bụ ebumnobi na ndabere nke nkọwa a?
Ebumnuche anyị bụ ịchọta nkwekọrịta na akụkụ nke myirịta n'otu anyị - ndị otu obodo na mpaghara dị iche iche - ele, ahụmahụ, na ebumnuche maka idu ndú. Anyị kwenyere na echiche jikọtara ọnụ na-akwalite nhazi n'ime ije a. Ka ọ dị ugbu a, ije a esitela n'ọtụtụ mbọ onye ọ bụla ma ọ bụ mpaghara, onye ọ bụla n'ụzọ nke ya, dịka ihe ọmụma ha nwere gbasara ọnọdụ obodo (ọha obodo, ndọrọ ndọrọ ọchịchị, akụ na ụba, omenala, wdg). Site na mbọ a, anyị arụpụtara ihe dị egwu, ngwakọta nke ahịa na katidral ndị na-arụkọ ọrụ ọnụ. N'agbanyeghị na anyị a gamiela, mbọ a adịla iche. N'iburu nke a n'uche, Otu Ndị Na-arụ Ọrụ Mmepe Ndu a mara dị ka Leadership Development Working Group na-agba mbọ ịtulee ndetu --- dị ka a ga-esi kwuo --- gbasara usoro ndu n'ofe Wikimedia.
Ebum n'uche nkọwa a iji kọwapụta etu onye ndu dị irè na ije anyị siri dị, yana etu o siri dị iche karịa n'ọnọdụ ndị na-abụghị nke Wiki (dịka ọmụmaatụ, onye isi ụlọ ọrụ). Iji jikọọ nkọwa a, echiche ndị nkọwa a kacha emetụta bụ: Ndu ndị ohu, ndu ndị nwekọrịtara ọnụ, Nduzi imekọ ihe ọnụ. Na nkọwapụta, anyị na-akọwa na onye ndu na mmegharị ahụ bụ mkpokọta, nkekọrịta ọrụ. Ọ bụ ezie na “ndu” nwere ike na-ezo aka n'otu onye, ọ dịghị mkpa ma na mmegharị anyị, anyị na-elekarị onye isi anya n'echiche mkpokọta. Anyị degharịrị nkọwapụta dabere na nzaghachi enwetara iji ime ka ọchịchị ga n'ụzọ doro anya, nke pụtara otu ndị mmadụ na-edu.
Ebumnobi anyị abụghị iwebata nkọwapụta akwụkwọ akụkọ kama na-agbalị ịkọwapụta ụdị àgwà ndu, omume, na nsonaazụ ngagharị anyị na-achọsi ike. Anyị nwere olile anya ịchọpụta ụdị onye ndu dị n'ime ije anyị wee tinye ihe ọmụma ahụ iji mee ka ndị isi nwere ike na obodo ndị na-apụta ghara ịmalitegharị.
Nke zuru ụwa ọnụ ma ọ bụ nke omenala kpebisiri ike -Gịnị ka nkọwa a na-ekwu?
Anyị ghọtara na onye ndu nwere ike ịpụta n'ụzọ dị iche iche dabere na ọnọdụ na ige ndị ọzọ. A na-edozi nke a ozugbo na nkọwa.
Anyị tụlere nkọwa wee depụta ya ka ọ gbasaa nke ọma ka ndị mmadụ na otu dị iche iche jiri ya mee ihe. Anyị ghọtara na atumatu idu ndú ga-ewere ọnọdụ n'ọkwa mpaghara ma anyị ekwenyeghị na nkọwa nwere ike bụrụ n'ezie zụọ ụwa ọnụ. Otú ọ dị, anyị zubere imepụta nkọwapụta nke nwere ike ịrụ ọrụ dị ka ntuziaka na-agagharị ma mee ka ịkekọrịta mmụta n'ofe obodo.
Kedu ka esi eji nkọwa eme ihe?
Anyị achọghị ịdepụta etu esi eji nkọwa eme ihe. Ojiji nke nkọwa a abụghị ihe a na-achọ kama ọ bụ ntụnye na ọchịchọ maka nhazi na nhazi n'ụzọ ka mma maka otu anyị si ele, jiri kpọrọ ihe na ịzụlite onye ndu. Ọ bụghịkwa nkọwa kwụ ọtọ. Anyị na-atụ anya na ọ ga-etolite wee kwalite site na nghọta na ahụmịhe ije ọhụrụ.
Enwere ike iji nkọwa ahụ malite ịmalite ma ọ bụ tinye mkpa mkparịta ụka gbasara onye isi na iwu obodo; na-eduzi atụmatụ mmepe nke ndu; jide n'aka onye ndu dị ugbu a ma ọ bụ na-apụta; ma melite usoro ndu ugbu a.
Ndị na-esote bụ ụfọdụ ọmụmaatụ otu enwere ike isi jiri nkọwa ahụ, gụnyere ajụjụ ntụgharị uche atụ. (Ndị a bụ aro na anaghị anọchi anya ndepụta zuru oke):
- Ị na-achọ onyinye maka ọrụ nrụpụta ikike ọhụrụ: jiri ya nyere aka duzie nhazi na nleba anya ọrụ gị
- Jụọ: Kedu usoro kachasị mma iji zụlite àgwà ndị akọwapụtara na nkọwa ndu? Ihe oru ngo a na-ekwu maka nka ndu ndi kwesiri ekwesi na obodo gi?
- Ị na-kwalite otu ọrụ ma ọ bụ ọrụ ọhụrụ: jiri ya wuo "nkọwa ọrụ" nke otu ma ọ bụ ndị isi ọrụ; jiri ya chọpụta nkwekọrịta otu, ụkpụrụ na omenala; ma ọ bụ jiri ya kpalie mkparita ụka gbasara ihe ga-enyere aka melite mmekorita na nzikọrịta ozi otu
- Jụọ: kedu ka anyị ga-esi mepụta omenaala nke na-egosipụta àgwà nduzi nke imekọ ihe ọnụ, ntụkwasị obi, na aza ajụjụ? Kedu ụdị nsonaazụ nduzi na-egosi na anyị na-arụ ọrụ nke ọma? Kedu ihe anyị ji akpọrọ ihe na ndị ndu otu / ọrụ anyị? Olee ụdị ọchịchị anyị chọrọ ịnọchite anya ma gosi ndị ọzọ? Olee ihe ịma aka ndị anyị na-eche ihu n'ime ihe kwekọrọ n'àgwà idu ndú?
- Ị bụ onye nhazi mmemme ma ọ bụ onye nhazi: jiri ya dị ka onye na-atụgharị uche gbasara nkà gị na mmetụta gị dị ka onye nhazi; jiri ya tụgharịa uche na mkpa ndị sonyere gị
- Jụọ: kedu ka m ga-esi melite ikike m ịbụ onye nhazi nke na-enyere ndị sonyere aka ịmepụta na ịnwale? Kedu otu m ga-esi kwado mmemme na-akpali ndị sonyere ka ha gaa n'ihu na-enye aka na Wikipedia ma emesịa?
- Ị bụ onye na-arụ ọrụ na wiki: jiri ya mụta ihe onwe gị na ndị ọzọ maka omume ha
- Jụọ: M na-eṅomi àgwà nduzi nke ọmịiko na ịmepụta nchekwa mgbe mụ na ndị ọzọ na-akpakọrịta? Ana m enye aka na gburugburu ebe na-akwado? Enwere ụzọ m nwere ike isi melite ikike iduzi m ma ọ bụ melite ikike idu ndú ndị ọzọ?
- Ị bụ onye ndu mmekọ: jiri ya kwalite ụzọ na usoro maka ịkwado, nyocha, na-amata ndị ndu; jiri ya nyochaa nkà na ohere nke ụlọ ọrụ gị; jiri ya mee ka ndị isi nke nzukọ gị kwekọọ na ụkpụrụ, omenala, ozi nke nzukọ na mmegharị ahụ sara mbara.
- Jụọ: kedu ka anyị si akwado mmepe nke àgwà idu ndú? Kedu àgwà, omume, na nsonaazụ ka anyị na-ebute ụzọ ma ọ bụ jiri dị ka ihe mmekọ? Kedu otu anyị ga-esi amata ndị ndu nọ n'ime njikọ anyị na-egosipụta àgwà idu ndú anyị kacha mkpa? Kedu otu anyị ga-esi gbanwee atụmatụ mbanye anyị iji were were maka ụfọdụ àgwà onye ndu?
- Ị bụ onye ọrụ afọ ofufo ọhụrụ ma chọọ ịbụ onye ndu obodo: jiri ya duzie mmepe nka gị
- Jụọ: kedu ebe m nwere ike igosi ndu? Kedu ka m ga-esi meziwanye nkà m? Kedu onye m nwere ike nweta nzaghachi maka mmetụta omume m nwere?
A na-anabata ndị otu obodo ka ha jiri nkọwa a otu ha si hụ na ọ dabara. Anyị na-aga n'ihu na-anabata nghọta gbasara otu esi eji nkọwapụta, ka esi agbanwe ya na ọnọdụ, yana otu esi emeziwanye ya.
Kedu ihe ọzọ ga esote maka LDWG?
LDWG na-ezube iji nkọwapụta a iji mee ka atụmatụ mmepe onye ndu, nke chọrọ ikpebi omume na usoro bara uru maka mmepe onye isi Olileanya anyị bụ na nkọwa onye isi na atụmatụ mmepe onye isi na-abịa nwere ike nye nkọwa, nhazi na mkpokọta atụmatụ mmepe ndu.
N'ime ọnwa ndị na-abịa, LDWG ga na-eleba anya na atụmatụ ndu na mkpa ndị dị na ije a wee malite ịdepụta atụmatụ mmepe ndu nke na-eleba anya na mmepe onye isi ụzọ, ụzọ na nhazi. Ị nwere ike ịgụkwu mmelite a na-ebipụta kwa ọnwa.
The following content is a short summary of the Leadership Development Plan drafted by the Leadership development Working Group. You can read the full version of LDP. |
Summary to the Leadership Development Plan
The Leadership Development Plan is published and invites your feedback! Read the summary below for an overview of the resource, please find the full Leadership Development Plan here.
Summary
The Leadership Development Plan is a practical resource for emerging and existing leaders across the Wikimedia movement who want to develop themselves and others. Its purpose is to surface, encourage and grow effective leadership. Through a year of collaboration and community consultation, the Leadership Development Working Group – a global and diverse community working group responding to Movement Strategy’s “Invest in Skills and Leadership Development” recommendation – published a leadership definition and now the Leadership Development Plan. As volunteers ourselves, we know how precious and limited your time is, so we have created a resource that aims to be easy to use, practical, and flexible. The resource consists of tools, concepts, and recommendations for leadership development. It is written with a global and cross-movement lens and invites you to contextualize and localize it.
What to Expect
The resource contains three sections:
- Section 1: Understanding leadership roles and skills: This section provides an overview of leadership in the Wikimedia movement. It shares the definition of leadership, a framework to view leadership roles and skills, and a leadership skills self-assessment.
- Section 2: Navigating leadership situations: This section shares a few common situations and themes experienced by leaders. It shares overviews and practical suggestions to navigate the situations.
- Section 3: Starting a leadership development initiative: This section presents a step-by-step guide to creating a leadership development initiative. It includes templates and tools to help you define, develop and deliver an initiative.
Highlights from Section 1
- Definition: Effective leadership is “the ability to guide, inspire, build autonomy, encourage and motivate a group of people towards a shared goal or common vision.” It means demonstrating leadership qualities and actions such as empathy, trust-building, and abilities to create supportive environments for others to thrive. These leadership skills and qualities are attainable and available to everyone, no matter one’s position or experience level, and they are necessary for all leaders across the movement.
Leadership Skills Diagram - Leadership skills: Leadership skills are a set of soft skills that allow one to encourage, motivate, and develop others. By soft skills, we mean personal attributes and social skills. These are different from hard skills, which are technical, administrative, task-specific, or role-specific skills[1]. Though both soft and hard skills are necessary for effective leadership, in this resource, we focus on leadership (soft) skills and argue that they are relevant in all Wikimedia contexts where leadership appears, regardless of role or responsibilities. Based on the leadership definition, these leadership skills include internal qualities such as courage, resilience, focus, and accountability; and outward actions such as trust-building, setting a shared vision, and guiding collaborative decision-making. The Leadership Skills Diagram (see image) depicts a (non-comprehensive) list of Wikimedia leadership skills.
- Leadership roles: In the Wikimedia movement, leadership appears in different contexts and leaders hold different roles, whether formally or informally. In order to develop a common understanding of where and how leadership surfaces in the movement, we’ve identified a list of contexts and their respective roles. This is not an exhaustive or prescriptive list and acknowledges that there are many roles that overlap or aren’t visible.
| Contexts | Roles (Examples) |
|---|---|
| Affiliates and Informal Groups |
|
| On-wiki Extended Rights |
Extended rights holders (administrators, bureaucrats, stewards, check-users, etc.) |
| Governance Committees |
Committee members (Affiliations Committee, Regional Funds Committees, Board of Trustees, Movement Charter Drafting Committee, etc.) |
| Organizing |
|
| Program and Projects |
|
| Community Facilitation |
|
| Mentorship |
|
| Capacity Building |
|
- Skills assessment: based on the leadership definition and skills, the Leadership Skills Assessment is a tool you can readily use to self-assess and reflect on your leadership strengths and areas for improvement.
Highlights from Section 2
- Burnout and managing stress: Burnout, a syndrome resulting from “chronic workplace stress,”[2] is characterized by a decline in psychological, emotional, and physical well-being intensified by feelings of hopelessness.[3] In the Wikimedia movement, burnout is a relevant issue for leaders, both in managing their own risks of burnout as well as those of colleagues. The section shares a few examples of Wikimedia initiatives addressing burnout as well as strategies for navigating and discussing burnout.
- Encouraging diversity, equity, and inclusion in leadership: Diversity, equity, and inclusion (DEI) are terms that refer to how power is distributed in any setting where human interactions take place. Diversity refers to the physical presence or representation of individuals with different backgrounds, identities, and experiences. Inclusion is the involvement of individuals and groups, particularly those who are excluded or prevented from using their voice, in policies, practices, and decision-making. Equity is about just treatment and fair access or distribution of resources for individuals and groups; it is the effort of transforming social, political, and economic systems of oppression and injustice. The section shares a few examples of Wikimedia initiatives addressing DEI as well as strategies for encouraging and discussing it.
- Toxic or ineffective leadership: Toxic or ineffective leadership refers to individuals or groups who have responsibility over a group or organization and abuses the leader-follower relationship.[4] There are common traits to identify toxic leadership, such as possessing unrealistic expectations and dishonesty, acting in self-serving ways, and having a dependency on hierarchies. The section shares examples of the impact of such leadership and includes recommended strategies and tools for approaching toxic or ineffective leadership in oneself and others.
- Self-assessment and continuous learning: Self-assessment and continuous learning help leaders grow their capacities to lead. They allow you to routinely gain new knowledge and skills to adapt and improve the ways you support your communities. The section shares information about when to perform self-assessments as well as methods to do so, including 360-degree feedback, reflection journals, and creating personalized assessments based on your specific learning goals.
- Passing on knowledge and mentorship: When experienced leaders make efforts to capture and share knowledge, they ensure lessons are retained and prepare future leaders. There are several ways to pass on knowledge, including establishing onboarding processes, using knowledge-sharing platforms, and mentorship. To highlight one method, mentorship is a key and common way that knowledge is transferred in the Wikimedia movement. The section shares examples of mentorship and further resources to explore.
Highlights from Section 3
Do you want to create a leadership development initiative but don’t know how to begin? Or maybe you are an experienced mentor or trainer but haven’t found the time to document and share your learnings with others yet? If this resonates, then this section is for you. The section shares a process for creating a leadership development initiative – whether it be a program, workshop, guidebook, or any other format. It guides you through the steps of defining your initiative’s focus and audience, preparing materials, delivering the initiative, and following up afterward. Here are the steps:
- Define: Defining your initiative involves clarifying all its aspects, including the audience, outcomes, content, format, resources, and project plan. In this step, you are invited to use a Leadership Development Canvas and are guided to fill it out. You will find other tools such as a Leadership Development Syllabus Example to determine the contents of your initiative and a Learning Delivery Formats Selection Tool to make decisions about the delivery format.
- Prepare: once your initiative is defined, you prepare for delivery. This includes securing financial and human resources, developing learning materials, and creating a call for participants. You will find tools such as Application Guidelines to access funding through the WMF and a Job Description Template to determine the people you need in your team.
- Deliver: delivering your initiative is next. For synchronous initiatives, this is the moment learners experience your materials. For asynchronous initiatives, this is the moment you publish. You will find tools such as a guide for leading groups online and tips for effective facilitation.
- Follow up: after your leadership initiative is complete, it’s important to keep the momentum going through building learning networks, evaluation, improving the initiative for next time, and sharing your learnings. You will find tools such as a guide for sharing your learnings through case studies and a Sample Evaluation Survey to gain insights from your participants.